Creating a Positive Learning Environment for All Students in Ferguson-Florissant School District

1. PELP Problem of Practice Jane Crawford, Leo Ganahl, Aisha Grace, Sean Joyce, Jill Loyet, Staci Price, Suzette Simms Principals Ferguson-Florissant School District

2. Setting Our Purpose Participants will... • Understand the PELP process and the three year cycle in which our district has engaged. • Connect the PELP Coherence Framework with the FFSD Framework for Powerful Results. • Share the Y19 FFSD Problem of Practice and Theory of Change.

3. The Tragedy of Ferguson-Video

4. Essential Question How do I define a Problem of Practice (POP) and devise a solution?

5. FFSD Team complete team time work and prepared for upcoming presentations scheduled Facilitator led protocols designed to help us define our POP and theory of action Our Partners: Birmingham & St. Louis Public Read 12 Case Studies and discussed during class time

8. Compare and Contrast

9. Problem of Practice Process

10. How do we identify the problem of practice? A Strong Problem of Practice e If we were to solve the problem what would that look like? • Directly linked to the instructional core • Clear evidence illustrating the importance of the problem (teachers, parents, students, local leaders) • District office can play a critical role in resolving the problem • The problem is manageable enough to address at the appropriate level (district, school, classroom) • Is the evidence strong enough to communicate the urgency to staff and stakeholders?

11. 3 Year Problem of Practice Cycle Year 3 - Y19 Year 1 - Y17 Year 2 - Y18 The FFSD referral data reveals that staff have not created, cultivated, or promoted a positive learning environment, for ALL students, particularly students of color. A positive learning environment would remove barriers to mastering core content, thinking critically, communicating effectively, and learning how to learn. FFSD district and school staff, especially at the secondary level, have not consistently created, cultivated, nor promoted a positive learning environment for all students, particularly students of color, that would remove the barriers to deeper learning. The manner in which our school staff responds to students’ behavior interferes with instructional time.

13. Theory of Change If we... Then... • Create district wide PBIS leadership team to design, and school based PBIS/CI3T teams to implement evidence-based strategies to support student behavior • Provide our school community with strategies to build productive relationships between staff and students • Provide ongoing PD to incorporate culturally relevant pedagogy into daily instruction • Provide teachers with accurate, relevant, and timely discipline data that informs ongoing classroom practices • Calculate student growth in the district teacher evaluation system AND • Provide all school district staff with ongoing equity training AND • School-based administrators use formative data to provide performance feedback to teachers on their student data • Engage staff in deep professional development around positive learning environments, equity, and cultural norms • Develop a school-based process reliant upon student data that promotes positive learning environments, which includes students, staff, and families • Hold each other accountable for the cultivation of positive learning environments We will improve student outcomes by decreasing discipline incidents by 10% each year over the next three years, increasing 90/90 attendance by 5% each year over the next three years, attaining 350 MPI in reading and math by the 2021 school year Then we will create, cultivate and promote a positive learning environment for all students, particularly students of color and remove the barriers to deeper learning. We will increase instructional time to maximize student achievement.

14. The FFSD referral data reveals that staff have not created, cultivated, or promoted a positive learning environment, for ALL students, particularly students of color. A positive learning environment would remove barriers to mastering core content, thinking critically, communicating effectively, and learning how to learn. Y19 Strategic Problem of Practice

15. Total Referrals – 2014 thru 2018 Indicates Highest Year and Lowest Year of Referrals Slide 7

16. Theory of Change

17. Lack of Accountability

18. Lack of Urgency

19. Equity Training Equity Training

20. Practice Changes Beliefs